Publication: CbL-Cálculo: Curso b-learning para el apoyo de la enseñanza y aprendizaje de cálculo en ingeniería
Authors
Silva, Juan ; Astudillo, Andrea
item.page.secondaryauthor
item.page.director
Publisher
Universidad de Murcia, Servicio de Publicaciones
publication.page.editor
publication.page.department
DOI
item.page.type
info:eu-repo/semantics/article
Description
Abstract
Con el proyecto CBL-Cálculo: curso b-learning para el apoyo de la enseñanza y aprendizaje de cálculo en primer año de ingeniería, busco diseñar e implementar una instancia de apoyo a la clase presencial de cálculo. Este artículo resume el diseño e implementación del curso y sus principales resultados. Se desprende que la experiencia fue enriquecedora y valorada por los participantes, aunque al plantearse como algo complementario e independiente de la cátedra, sin evaluaciones de impacto en ella, atento contra la participación de los estudiantes. La experiencia deja varias enseñanzas y recomendaciones para ampliar y mejorar este tipo de apoyo a la docencia presencial en el ámbito universitario.
With the project CBL-Calculus: b-learning course to support teaching and learning of calculus in first year of an engineering course, I seek to design and implement an instance of support for the face-to-face calculus class. This article summarizes the design and implementation of the course and its main results. It follows that the experience was enriching and valued by participants, raised as complementary and independent of the requirements of the course, though, without impact assessments, it goes against the participation of students. The experience leaves many lessons and recommendations for expanding and improving this type of teaching support in higher education.
With the project CBL-Calculus: b-learning course to support teaching and learning of calculus in first year of an engineering course, I seek to design and implement an instance of support for the face-to-face calculus class. This article summarizes the design and implementation of the course and its main results. It follows that the experience was enriching and valued by participants, raised as complementary and independent of the requirements of the course, though, without impact assessments, it goes against the participation of students. The experience leaves many lessons and recommendations for expanding and improving this type of teaching support in higher education.
publication.page.subject
Citation
item.page.embargo
Collections
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. http://creativecommons.org/licenses/by-nc-nd/4.0/